Spring of 2011:
I am discovering that I am being quoted when I haven’t said anything on the subject of our PSC proposal. For that reason, I think I should officially SAY something on the subject of instruction and on school reform. I don’t have time to write some kind of treatise and I know you don’t have time to read such a thing. Let me outline and bullet a few items in order to spark discussion.
Here are some things I believe to be true:
1) The problem at HPHS is NOT a problem of bad teachers or bad instructional methodology. Sure, there are some of us who need to improve more than others, but methodology in the classroom should not be the primary focus here. Kids who stare off into space or socialize during class will do the same thing no matter what new method with a nifty sounding acronym is employed by the teacher.
- Our problems stem from the community in which we are located. We are low income, highly transient, and extremely urban. These factors translate into poor academic performance.
- Our problems have to do with student behavior, lack of student motivation, inadequate student preparation, poor student study habits – yes indeed, it’s all about the students.
- Our proposal should include a number of tried and true instructional methods from which teachers could choose – one size does not fit all. The unifying theme should be one of incorporating more technology into the classroom. This could raise motivation, and tap into prior knowledge. Our kids are experts at texting and accessing “information” on the Internet. (Notice the quotation marks.)
- We can address remediation and study habits through a focus on freshmen – perhaps a freshman house? Technological resources are also available for remediation. We need to be cautious with our attempts to alter student habits. “Nanny-style” pedagogy is not appropriate with teenagers.
- I have seen the various pieces of correspondence Mr. Cortines has made. I have seen his comments in the LA Times. I think our, soon to be retiring, Superintendent is hopelessly out-of-touch with the reality of urban schools and we need to stop acting as though he were a sage to be revered and emulated. We can do our best to appease him, but I will never buy into his ideology. I don’t believe that the man knows what he is talking about most of the time.
2) Teaching is an art form and NOT a science. Studies can be done to help the art form, but it is a deeply human process with far too many variables to effectively quantify. This is not JPL or the Cancer Research Institute.
- I pay lip service to the talk about “data driven” instruction, but the problem with data is that it must be interpreted. With internal human activities, too many variables come into play for us to be exclusively data driven. Common sense will help more than bubble tests.
- Good teaching consists in expert knowledge of the subject area and the ability to communicate it. This ability can be expressed in a variety of forms. It is art and not applied science.
- I would like to see more PDS devoted to subject area content rather than silly acronyms.
- Top-down pedagogical dictums never work.
- Administrators need to teach at least ONE class so that they do not lose touch with the reality of dealing with adolescents.
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